<![CDATA[ This study aims to examine the development of educational evaluation systems in senior high schools based on the Merdeka Curriculum and their impact on improving student understanding and teacher learning innovation. The method used is library research with a qualitative descriptive approach. Data sources consist of primary and secondary literature, including books, scientific journal articles, and policy documents related to the Merdeka Curriculum. Data collection techniques employed documentation, while data analysis used content analysis. The findings show that: (1) The evaluation system based on the Merdeka Curriculum has holistic, sustainable, authentic, and process-oriented characteristics, with the CIPP model as a relevant evaluation framework; (2) Improving student understanding can be achieved through diagnostic assessment, continuous formative assessment, authentic assessment, portfolios, and the use of digital technology; (3) Teacher learning innovations include differentiated learning, project-based learning (P5), development of independent teaching modules, utilization of the Merdeka Mengajar Platform (PMM), and strengthening learning communities. In conclusion, the development of evaluation systems based on the Merdeka Curriculum significantly contributes to improving student understanding and encourages teacher learning innovation, although it still faces implementation challenges such as teacher readiness and infrastructure limitations.]]>
